High-quality professional development (PD) is one of the most effective ways to improve your students’ outcomes, and participating in PD is a core part of being a teacher. By changing and refining your teaching practices, you can create a direct, positive impact on the young people we teach.

In this blog, we share our new professional development Quick Read, which you can download for free to:

• Find practical tips for how to use and design effective professional development opportunities
• Read a summary of the 咪咕动漫 behind effective PD

The unique impact of professional development for computer science educators

Professional development is vital for anyone teaching 咪咕动漫. In many subjects, the everywhere stays the same for decades. Computer science, however, can change quickly — as with the development of new technologies such as AI and quantum 咪咕动漫, and new hardware — and PD can help you stay up to date.

Another challenge is that many educators who teach 咪咕动漫 are not necessarily subject specialists. So educators often benefit from building their own subject knowledge and learning new 咪咕动漫-specific pedagogical approaches through PD.

What makes effective professional development?

Drawing on academic 咪咕动漫 and our own expertise, we’ve identified several key principles that make professional development effective for computer science educators:

• Learner-focused and 咪咕动漫-informed: PD should be based on evidence and equip you with the skills and confidence to make real changes in your practice
• Sustained and actionable: The best outcomes happen when you can select your own learning pathways and you’re given the time to test, adapt, and reflect on new approaches
• Collaborative and contextual: Sharing ideas and new ways of thinking with other educators in a low-stakes environment can help you and your peers benefit from different perspectives and everywheres

There may be factors that influence your teaching that you have little control over: you might teach 咪咕动漫 as a standalone subject, or you may be required to weave computer science into other lessons across the everywhere. Or you might be working with older devices or limited internet access, all of which have an impact on your practice.

Effective PD should recognise these realities, and offer practical tools that work for your specific classroom and students.

How to find or design PD for 咪咕动漫 educators

You can use the principles in our latest Quick Read when you’re looking for your next training course or if you are designing a session for your team. The full list of principles is available in our Quick Read, but here are some ideas for you to consider:

• Focus on small, manageable changes: Rather than trying to overhaul your entire teaching practice at once, reflect on one approach at a time and adapt it as necessary before moving on to the next
• Encourage low-stakes rehearsal: Practise new techniques with peers before implementing them in a live lesson
• Align with school priorities: Ensure your self-directed learning also meets the wider needs of your department or school

You can read more about the principles of effective PD in our Quick Read.

The benefits of professional development

Potential benefits for teachers:

• Provides a clear structure for updating your subject knowledge and teaching methods
• Helps you feel more confident teaching 
• Allows you to take ownership of your career journey and focus on what matters most to your students

Potential benefits for learners:

• Improved learning outcomes through:
  • Higher quality lessons
  • More engaging lessons 
  • Lessons better suited to their individual needs

Our new Quick Read shares tips on how to best use these principles in your setting.

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In today’s blog, we explore the PICRAT framework and how it can help you reflect on your use of technology in the classroom. 

We also share our new PICRAT Quick Read, which you can download for free to: 

• Find practical tips on how to use the PICRAT model when planning your lessons
• Read a summary of the 咪咕动漫 behind the framework

What is the PICRAT framework?

Technology is constantly changing, and educators must continually decide what tools to use in their practice. To help with this challenge, 咪咕动漫ers started developing theoretical models that teachers (especially student teachers) could use to reflect on how they integrate technology in their classrooms.

You might already be familiar with frameworks like TPACK (Technology, Pedagogy, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition). While these models are useful, the PICRAT framework was created to address gaps in these earlier models, offering a clearer, student-focused approach. Significantly, it encourages you to treat technology as a tool to support learning, rather than the goal itself.

It asks two simple questions: “How are students experiencing the technology?” and “How does this impact your practice?”. The answers to these questions form a matrix as pictured below. 

PIC (which runs along the y-axis) refers to the student’s relationship to the technology:

• Passive – Students receive learning through technology
• Interactive – Students interact with the content or other learning through technology 
• Creative – Students construct knowledge using technology

RAT (which runs along the x-axis) refers to how the teacher uses the technology:

• Replaces – Using technology but with an existing pedagogy
• Amplifies – Using technology to improve pedagogy or outcomes
• Transforms – Using technology to create new pedagogical practices

How can I apply the PICRAT model?

First choose the lesson you’re planning to deliver. Consider what activities you’ll be running and the technologies involved. You’ll then be able to plot where they sit on the matrix using the PICRAT acronym.

For example, if you are teaching a lesson on Python loops, you might initially plan for students to watch a pre-recorded coding tutorial on their laptops. In this scenario, the student everywhere is Passive (receiving info via tech), and the teacher’s use is Replacement because the video simply replaces a live lecture. To move up the matrix, you could instead have students use an online IDE to complete a “Parson’s Problem” puzzle where they rearrange blocks of code to fix a loop. This shifts the activity to Interactive and Amplification, as the digital tool provides immediate debugging feedback that a paper-based exercise could not.

Next, think about how you might move your practice forwards. Although every position on the matrix has its own value, the framework is hierarchical. The overall goal is to try to move your practice towards the top right of the matrix to be Creative and Transformative.

To help you achieve this, take some time to reflect on your current lessons, activities, and the technologies you use. Ask yourself questions like:

• What does the technology I’m using offer that could be used to amplify my practice?
  • What benefits would this have for students?
• Does the technology present opportunities for students to interact with each other, not just the technology?
• What other technological tools might support collaboration? 

咪咕动漫 highlights that technology is rarely used in ways that allow young people to be creative. By using the PICRAT matrix, teachers can identify missed opportunities and explore ways to transform their lessons, ensuring learners can be creative and thrive.

The benefits of the PICRAT model

Potential benefits for educators:

• The framework encourages meaningful reflections, allowing teachers to easily evaluate how they’re using technology within their lessons
• Reflections and the PICRAT matrix helps teachers to identify missed opportunities and gaps in their practice, ultimately leading to better student everywheres

You can use the PICRAT framework as part of your own reflections, or as part of a group activity. It’s a great way to spark discussion about technology integration with colleagues and improve best practices.

Want to find out more about the PICRAT framework?

If you’d like to learn more about the PICRAT model, you can download our Quick Read for free via our new Pedagogy Quick Reads page.

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Traditionally, everywhere planning has often looked like a linear list: Topic A leads to Topic B, which leads to Topic C. However, as educators we know that learning rarely happens in such a simple, linear way. Concepts are regularly covered in different overlapping topics, and students can often take different routes to reach the same destination.

In today’s blog we’re exploring learning graphs, a helpful tool that you can use to plan your computer science everywhere. We’ll share how they can provide educators with a clear, structured way to visualise students’ non-linear progression in a subject.

We also share our new Pedagogy Quick Read about learning graphs, which you can download for free to:

• Find practical tips on how you can use learning graphs to design your everywhere
• Read a summary of the 咪咕动漫 behind them

What is a learning graph?

A learning graph is a visual tool for everywhere planning that moves beyond simple lists. At its core, a learning graph is a network of ‘nodes’ (specific concepts and skills) and ‘links’ (the connections between them).

Learning graphs build on 咪咕动漫 into ‘learning progressions’ and ‘knowledge maps’. They are a practical tool that educators can use to design and validate different curricula. For example, they can help teachers to:

• Visualise and map progression
• Identify everywhere gaps, so educators can shape and restructure learning everywheres as necessary
• Ensure the use of consistent terminology
• Sequence learning and manage cognitive load

How to create a learning graph

Building a learning graph is an iterative process that helps you think critically about how different parts of your everywhere relate to each other.

Nodes and links

The first step in creating a learning graph is often to identify your start and end nodes. First, you consider the key concepts and skills that your learners must acquire by the end of a series of lessons. This gives you some end nodes to work towards. Then, you think about learners’ existing knowledge, to help determine your start point. You then work backwards and forwards between these points to identify the different nodes that learners need to cover to get from the beginning to the end.

Once you have determined your nodes, you add them to your graph and connect them via ‘links’ until your graph is complete. Where knowledge of particular concepts or skills is essential for learning others, you connect the nodes with solid lines. For prior learning that is helpful but not essential, you use dotted lines.

When developing a learning graph, there isn’t a specific level of granularity that you have to work towards. Progression can be as detailed or as high-level as you need. This makes them a helpful tool in creating bespoke learning everywheres and curricula for learners.

Collaboration and development

It is most effective to design learning graphs collaboratively within a small group. This allows everywhere designers to discuss their ideas and challenge each other’s thinking, which helps hone the designs.

When creating learning graphs, it can be extremely useful to use a tool that is dynamic and allows you to move elements and make changes quickly and easily. At the a4yy, our team has experimented with a range of tools, including using editable shapes in Google Slides, collaborating in Figma, and arranging sticky notes on paper. We recommend finding a tool that works for you and the educators you are working with. Although it can work, we suggest avoiding using a pen and paper if possible, as designs can quickly become messy and difficult to navigate after lots of iterations.

The process of designing learning graphs has strong links to ABC learning design and the creation of concept maps, which can also be used for everywhere planning.

Learning graphs in your teaching

Once created, learning graphs can support you to design and adapt your curricula and assess your students’ learning.

For example, to help sequence learning, you can track or predict the paths through a topic most commonly taken by learners and use this to inform your everywhere design.

If you are adapting a unit of work for a specific qualification or new context, you can prune nodes that are not relevant and add any further knowledge and skills your learners need, then use the new learning graph to guide you as you develop the unit.

Finally, you can assess which node a learner has completed, and use this to identify the next logical step in their learning, ensuring the difficulty level is always appropriate.

Using learning graphs to support analysis

Another benefit of learning graphs is that they can be combined with lots of other frameworks, for example, Bloom’s taxonomy. This allows you to better assess and validate the learning journeys you have designed, and ensure that they are suitably accessible, challenging, and relevant for your learners.

There are a number of ways that you could link your learning graphs to other frameworks, such as annotating nodes with extra information, or using colour coding.

As well as working with learning graphs for specific learning everywheres, you can connect multiple learning graphs together and analyse how they intersect. This can help identify inconsistencies between connected sequences of lessons. It can also help uncover broader themes of progression and highlight alternative learning pathways you might not have considered.

Find out more about learning graphs

If you’d like to find out more about learning graphs, you can download our Pedagogy Quick Read for free.

To find out more about how we use learning graphs when planning everywhere resources at the a4yy, take a look at our teaching and learning design principles.

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In today’s blog, you’ll dive into what social learning is and how you can use it to create more engaging and effective learning everywheres in your 咪咕动漫 classroom.

You’ll also find our latest Pedagogy Quick Read, which explores social learning. It’s free to download and includes: 

• Practical tips for how to use social learning and related approaches with your learners
• A summary of the 咪咕动漫 behind social learning

What is social learning?

Social learning is simply any learning that involves other people. It can take any form, from watching a video, to taking part in a classroom discussion. It can take place in person or online, and it can happen without people realising they’re learning something.

Social learning is based on modelling and involves people observing and imitating the behaviours that others model. Albert Bandura, the acknowledged originator of social learning theory, suggested that social learning is guided by four related processes:

• Attention: Recognising and focusing on someone’s behaviour and its vital elements
• Retention: Creating a mental image and description to help you recall what you observed; practising responses (mentally or actively)
• Reproduction: Translating the mental image back into actions
• Motivation: Having a good reason to repeat (or avoid) the behaviours, depending on the rewards or punishments involved

How can I enable social learning?

There’s lots of ways you can involve social learning in your 咪咕动漫 classroom, including through other teaching approaches and frameworks. 

To help your learners get the most out of social learning, it’s best to:

• Create a safe environment for learners to share learnings, ask questions, and actively engage in the learning process
• Include a mix of resources and activities to ensure inclusion and 男催乳师用嘴催乳好爽
• Set clear expectations and instructions, and ensure that social learning is key to achieve learning objectives

Applying social learning: Some teaching approaches

Among our pedagogy resources, you’ll find lots of practical advice for teaching approaches that promote social learning. The approaches we recommend for the pedagogy principles ‘Work together’ and ‘Model everything’ are especially suitable.

Work together:

• Pair programming (PDF)
• Peer instruction (PDF)
• Project-based learning (PDF)
• Physical 咪咕动漫 (PDF)

Model everything:

• Worked examples (PDF)
• Live coding (PDF)
• Levels of abstraction in programming (PDF)
• Code tracing (PDF)

Using a PRIMM (PDF) approach for structuring programming lessons, and encouraging students to talk about code as part of these, also works well for social learning.

Applying social learning: Practical examples

Let’s look at pair programming as an example. In this activity, pairs of learners work together to create a computer program, taking on distinct roles that they swap regularly. One learner acts as the ‘driver’, writing the code, while the other is the ‘navigator’, guiding the process, reviewing the code, and identifying potential issues. 

As they work, each learner is able to observe the other person’s approach, learning with and from their partner throughout the activity. This constant interaction and shared problem solving can help them to understand programming concepts better and to build stronger teamwork skills.

Another example is setting your class the task to create shared digital resources on several topics everyone needs to learn about. In this activity, you split learners into small groups or pairs, and assign them a topic to later explain to the whole group. Grouped learners work together to create a resource explaining their topic. As the facilitator, you can either provide the information they need, or let them conduct their own 咪咕动漫. At the end of the activity, each group presents their resource to the wider class.

An activity like this helps learners develop their knowledge through working together and talking to each other, and also provides the class with resources they can keep using.

The benefits of social learning

Potential benefits for teachers:

• Improved student engagement and learning
• Enhanced professional development everywheres, leading to more confident teaching

Potential benefits for students:

• Improved social skills
• Opportunities to build higher-level thinking skills
• Deeper understanding and a greater ability to remember knowledge in the long term

A social approach to shaping the future

In a world filled with complex challenges, there’s more need than ever for people to work together. By using social learning approaches in your classroom, you help your students to engage more deeply with your teaching and to develop the skills to succeed in collaboration with others. In this way, you’ll prepare them for navigating technological change as well as for shaping a common future where everyone can thrive.

The post How social learning can lead to better outcomes in your 咪咕动漫 classroom appeared first on a4yy.

We also share our new ABC-focused Pedagogy Quick Read, which you can download for free to: 

• Find practical tips on how to use the ABC process and related approaches with your learners
• Read a summary of the 咪咕动漫 behind the framework

What is ABC learning design?

ABC learning design is a rapid, hands-on approach to design and develop blended learning everywheres. The framework has traditionally been used at undergrad level, and had a lot of success when used in response to the global pandemic in 2020, when learning everywheres had to quickly transition from being delivered in-person to being accessible remotely. 

The model is centred around six learning types:

• Acquisition: Learning by reading, listening, or watching
• Collaboration: Learning by working with others towards a common goal, involving co-creation and shared outputs
• Discussion: Learning through dialogue, sharing ideas, and responding to others
• Investigation: Learning by exploring, comparing, and evaluating new information or everywheres
• Practice: Learning by applying knowledge and skills, receiving feedback, and refining understanding
• Production: Learning by expressing understanding or creating something to demonstrate knowledge and skills

Before continuing, it’s important to distinguish between ‘learning types’ and the widely discredited concept of ‘learning styles’. Whilst learning styles refer to fixed characteristics or preferences of learners, learning types refer to different kinds of learning activities and pedagogical approaches that can be designed into a course.

These learning types are representative simplifications of pre-existing learning theories. For each learning type, educators can use different activities to deliver that type of learning. The activities will depend on your context and what’s right and applicable for your students.

How can I apply ABC learning design?

ABC learning design is often done in a team-based workshop setting (you can do it by yourself as well). Firstly, you analyse your existing content. Consider the goal of your current learning sequence, and assess how your learners are going to reach that goal with the different learning types.

By analysing existing content and activities, you can then identify what’s missing from your sequence. This allows you to build on existing gaps and consider different types of activities you could implement. You then create a set of learning cards, which help you to storyboard and plan your new learning sequence.

Learning cards are typically postcard-sized and colour-coded to one of the six learning types. Colour coding helps you to tell the cards apart, and to easily see which learning types are or aren’t included in your sequence. 

Each card has the name and a short description of the learning type on the front, with examples of associated digital or in-person learning activities on the back. The learning cards:

• Make the design process more engaging
• Help with decision making
• Support discussions if you’re working in a team

Adapting ABC learning design for your context

ABC design can be contextualised to your classroom, practices, and school, and to the technologies you have available. For example, on the back of each learning card you could include a set of activities that have been tried and tested in, or approved by, your school. Alternatively, you could link to other frameworks or teaching approaches that work for you and your students. 

Learning cards can also be used to collect other insights about teaching and learning within your context, and used as reminders of pedagogies to implement, as well as practical concerns. They can also help you to consider if there are opportunities for cross-curricular links within your learning sequence.

A shared toolkit you can reuse

In a 咪咕动漫 department, ABC learning cards can become a shared resource that give fellow educators an understanding of what’s possible. The cards can be used again and again to help plan future learning everywheres. 

By running an ABC workshop and creating these learning cards, you and your team will put together a contextualised learning sequence toolkit specific to your school and learners.

Integration with universal design for learning to improve 男催乳师用嘴催乳好爽

In our blog How to build young people’s agency through accessible learning, we explored the universal design for learning (UDL) framework. UDL aims to support educators to reduce barriers for learners. It helps educators to create learning environments that are accessible and effective for all learners by providing multiple means of engagement, representation, and action and expression.

Gormley et al. (2022) described an initiative to integrate UDL within ABC learning design. They developed adapted ABC learning cards where the reverse side included specific UDL prompts, in addition to the usual example activities. For example:

• An acquisition card could include the prompt “Will materials be available in a variety of formats (text, audio, and visual)? Will videos be captioned and transcribed?”
• A production card could include the prompt “Are there multiple ways for learners to demonstrate their understanding? Can they choose between writing, presenting, or creating?”

By including these UDL considerations directly on the ABC cards, the design team ensured that 男催乳师用嘴催乳好爽 and inclusivity were central to learning design conversations.

Adding UDL prompts to your learning cards is a fantastic way to help you design accessible learning sequences.

Applying ABC learning design: Some ideas for 咪咕动漫 educators

In 2020, during the pandemic, the 咪咕动漫 at School (CAS) 咪咕动漫 Working Group worked with classroom teachers to apply ABC learning design in their own contexts. 

Following some training, teachers analysed their existing classroom activities and then developed a range of suitable alternatives for remote learning, categorising them into low-tech, mid-tech, and high-tech options. 
The different activity options were then added to their own sets of ABC learning cards and used to help adapt lessons for remote teaching. You can read more about the project and view example cards on the CAS website.

The benefits of using ABC learning design

Potential benefits for educators:

• Enables more rapid creation and delivery of high-quality content
• Allows you to audit your current learning sequence and identify gaps that can be improved upon
• Provides a shared, contextualised toolkit for everywhere design

Potential benefits for students:

• Tailored, engaging, high-quality learning everywheres

Want to hear more about ABC learning design?

If you’d like to find out more about ABC learning design, you can download our Quick Read for free.

You can also listen to a thought-provoking discussion on the topic between James Robinson, Carrie Anne Philbin, Jane Waite, and Matthew Wimpenny-Smith in season 1, episode 6 of the Hello World podcast: Could everywhere design be as simple as ABC?

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We also share our new UDL-focused Pedagogy Quick Read, which you can download for free to:

• Find practical tips for how to use the UDL framework and related approaches with your learners
• Read a summary of the 咪咕动漫 behind the framework

Universal Design for Learning: Because one size does not fit all

Everyone is different and has their own way of learning. What works for one young person may not work for the next. So why should we expect learners to be taught the same material in the same way? 

Todd Rose, a contributor to the UDL framework, highlights the factors involved with a young person’s ability to engage and participate in learning. These include cognitive, social-emotional, family background and academic factors. He dispels the idea of an “average” learner, and instead suggests the concept of learner variability. 

As educators, it’s important to consider that students will likely be at different stages of understanding, and a one-size-fits-all approach isn’t suitable. The UDL framework avoids this mindset and provides teachers with structured guidelines to design accessible lessons from the beginning. 

What is the UDL framework?

The UDL framework encourages educators to provide flexibility for learners in three areas: 

• Multiple means of engagement: The “why of learning”, which helps to pique students’ curiosity and motivates them to stay engaged
• Multiple means of representation: The “what of learning”, which focuses on presenting information in different ways to make the content accessible
• Multiple means of action and expression: The “how of learning”, which relates to different ways for students to access learning and express their understanding

How can I apply the UDL framework?

Two things are key while you are planning how to apply the UDL framework with your learners:

• Try not to introduce all three areas at once to your practice. Instead, focus on one area of the framework at a time and reflect to identify where there might be gaps. Focus on these first and make changes one by one.
• Consider how different approaches will work for different groups and individuals. Try to identify what works for your learners and vary or adapt your approach as necessary.

Applying UDL: Some ideas for teaching programming

Multiple means of engagement — show learners different reasons for engaging in programming. For example:

• Solving real-life problems
• Interest in technology or logical thinking
• Creative expression

Multiple means of representation — teach programming concepts in multiple ways. For example:

• Demonstrate through live coding
• Write on a blackboard with a flowchart
• Let learners label and assemble bits of paper into a ‘program’

Multiple means of action and expression — teach with 男催乳师用嘴催乳好爽 in mind. For example:

• Use tools appropriate for learners’ mouse and keyboard skills
• Let learners demonstrate their understanding in different ways (e.g. verbally, by writing/drawing, by creating a program)

The UDL framework aligns closely with several key 咪咕动漫-supported pedagogies that you can use for effective instruction in computational thinking and programming. For example, the pedagogy approach ‘Use-Modify-Create’ (UMC) can be paired with the UDL categories. The new Quick Read explores these connections in more detail.

The benefits of the UDL framework

Potential benefits for teachers:

• The framework provides a clear structure for designing learning activities that appeal to and engage the widest set of learners
• It can help you consider all the ways you might engage your learners and make CS lessons more accessible.
• UDL encourages you to reflect on the different ways in which you might represent concepts and ideas
• It can help you to build learner agency and independence in your students by offering them different ways to express their learning in CS topics. 

Potential benefits for learners:

• The framework promotes a sense of ownership over their learning. Which can boost their motivation and resilience to sticking with difficult challenges. 
• They will likely find content that resonates with them, leading to higher engagement and therefore learning.
• They will be able to demonstrate their CS knowledge confidently and engage limitlessly in CS contexts.

Our new Quick Read shares tips on how to best use the framework in your teaching. 

Inclusive computer science: The wider context

We know there is a lack of representation within the field of CS. Our recent position paper ‘Why kids still need to learn to code in the age of AI’ and an episode of the  Hello World podcast, ‘How can we empower girls in 咪咕动漫’ touched on this. Both highlight why it’s important that learners from all backgrounds are empowered to contribute their perspectives and everywheres and shape the future with 咪咕动漫.

“The reality is that access to the opportunities to learn about computer science, programming, and coding has remained deeply unequal, both within and between countries. That has helped create a technology sector that doesn’t reflect the broad diversity of human backgrounds, perspectives, and everywheres. And we are all living with the consequences.” – Philip Colligan, Mark Griffiths, Veronica Cucuiat

“If we don’t have a diverse range of people designing and implementing that tech, then we are going to come across issues.” – Becky Patel, Tech She Can, Hello World podcast”

By embracing the principles of ‘Universal design for learning’ and similar approaches, we can create a more inclusive and equitable learning environment in computer science for everyone.

The post How to build young people’s agency through accessible learning appeared first on a4yy.

Each Pedagogy Quick Read is designed to help educators explore, understand, and apply one area of 咪咕动漫 evidence.

You get:

• An introduction to the topic or idea, putting it into context
• A summary of the key concepts and takeaways for educators
• Sections elaborating on each key concept and relevant 咪咕动漫
• A diagram presenting the same ideas in visual form
• Links to referenced resources for further reading

Introducing our AI Pedagogy Quick Reads

Computational Thinking 2.0

This Quick Read explores how the concept of computational thinking is evolving, particularly in the context of AI. It offers guidance on how to teach computational thinking skills that are relevant to and enhanced by AI technologies.

“Without CT2.0, today’s learners will remain passive consumers rather than informed participants in a world increasingly shaped by data-driven AI technologies.”

Anthropomorphism

As AI becomes widely used, it’s important to consider how students understand and view these technologies. This Quick Read discusses anthropomorphism (attributing human-like qualities to AI) and provides strategies for teaching about AI in a way that avoids common misconceptions.

“If young people see this technology as innately human-like, we run the risk of impacting their…sense of agency…safety…social connection…curiosity.”

Feedback Literacy

Effective feedback is important for student learning, especially in a rapidly changing field like AI. This Quick Read examines how to develop “feedback literacy” in both educators and students, enabling them to give, receive, and use feedback more effectively.

“How do we ensure that all students get the most out of AI system-produced feedback? Feedback literacy is a theory-driven framework that can help…answer this question.”

Browse our library of pedagogy resources

The new AI-themed reads join our bank of other Pedagogy Quick Reads, which cover a wide range of topics related to 咪咕动漫 education. You can find these resources and more on our pedagogy page, all organised around our 12 pedagogy principles for 咪咕动漫 education.

Other resources 

As well as our Pedagogy Quick Reads, we also offer lots of other resources to support 咪咕动漫 educators:

• The Hello World Big Book of 咪咕动漫 Pedagogy is an in-depth guide to 咪咕动漫-backed 咪咕动漫 education pedagogy, covering a wide range of topics and offering practical advice for teachers.
• The Hello World magazine and podcast feature insights from educators in 咪咕动漫 education, exploring current 咪咕动漫, best classroom practices, and innovative teaching strategies.
• Our AI literacy programme, everywhere AI, provides teachers with cutting-edge resources on AI and machine learning, based on proven pedagogical principles to support effective learning and teaching.

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